Product Description

This comprehensive volume takes a models approach by presenting separate chapters on individual theorists and perspectives. Within this well-organized structure, Gredler offers meticulously accurate coverage of contemporary learning theories and their application to educational practice—including issues of readiness, motivation, problem-solving, and the social context for learning. Key content additions include increased emphases on the contributions of neuroscience and of Vygotsky's work. For those involved with student counseling and evaluating classroom learning and instruction.

Product Details

• Amazon Sales Rank: #60173 in Books
• Published on: 2004-06-06
• Original language: English
• Number of items: 1
• Binding: Hardcover
• 464 pages

The publisher, Prentice-Hall Career & Technology
With an increased emphasis on cognition and constuctivism, this well- organized text offers superior coverage of contemporary learning theories and their application to educational practice. Popular among students, it translates basic assumptions and principles of seven contemporary learning theories into easily understandable guidelines for classroom instruction, and discusses issues related to each theory, including readiness, motivation, problem-solving, and the social context for learning.

From the Inside Flap
Preface

Against the tapestry of changing educational and social events, theories of learning continue to address the complexities of human learning and cognitive development. Rapid popularity of a theory, typically followed by misinterpretations, is sometimes followed by corrected perceptions and, as the theory matures, a legacy of one or more major concepts that enter the mainstream of educational thought. New in this edition are current applications of classical conditioning and Gestalt psychology, new developments in contemporary theories, and similarities and differences between each theory and other perspectives. In addition, the concepts in Vygotsky's theory are clarified, particularly the role of the teacher and subject-matter learning in cognitive development.

I would like to thank the following individuals for their review of this edition: Kay W Allen, University of Central Florida; Michael Bloch, University of San Francisco; Michael T. Dealy, New York University; and Fernando Hernandez, California State University, Los Angeles. In addition, I would like to thank the reviewers of the previous edition, Joyce Alexander, Indiana University; Scott W Brown, University of Connecticut; and Michael J. Wavering, University of Arkansas–Fayetteville, for their helpful comments.

Margaret E. Gredler

From the Back Cover
Key Benefit: With an increased emphasis on cognition and constuctivism, this well-organized book offers superior coverage of contemporary learning theories and their application to educational practice. It translates basic assumptions and principles of seven contemporary learning theories into easily understandable guidelines for classroom instruction, and discusses issues related to each theory, including readiness, motivation, problem-solving, and the social context for learning. Key Topics: Following a consistent chapter format, it provides a logical scaffold for comparing and contrasting theories, and includes a set of instructional planning steps and a model lesson for each theory. It offers clearly designed tables and figures to reinforce material with visual representations of the book's more complex and abstract concepts. Two new chapters appear in this edition: One introduces information processing theory; another explores metacoognition and problem-solving. Readers will also find updated material and references throughout, particularly in the discussions of constructivism Paiget, self-efficacy, and Weiner's theory.

Customer Reviews

As far as texts go, not bad
This was required reading for my Curriculum and Learning class. As far as text books go, Gredler is not bad. You do not need an advanced degree to decifer her work, though it does get redundant at times. I don't think its something I'll read for pleasure again later, but it will be something I use to explain things to parents/teachers.

Never received my purchase
I ordered this product through Amazon and a secondary source called Hardly Used Books. I order it in the beginning of June. They gave me a 3 week shipping period which ended July 3rd. On July 3rd, I did not receive the book and called to inquire. Long story short, Amazon never confirmed with Hardly Used Books that I made the purchase so the seller reposted it an sold it while I was awaiting its arrival. This book was for a graduate course which made my assignment late. I had to order it from another source, accruing another bill that was $60 more. Amazon refused to take responsibility for the extra money I had to spend to have it expedited. They offered to send me another book after I had explained to them that the assignment is passed due. I do not trust Amazon with my educational needs nor fun purchases. This is the last time I will use Amazon. As a grade conscientious, responsible student, I trusted Amazon to deliver. I was wrong, and left with the bill and a bad grade.

An excellent text
Gredler lays out a well-constructed text for anyone taking either a graduate course in educational theory or an upper level undergraduate course. Not only are the leading educational and learning theories presented in a concise manner but also the background upon which these theories have been built are examined. The emphasis is on the cognitive approach to learning and rightly so as the cognitive constructionist approaches are the way in which most universities approach educational practices.

One of the things that Gredler does is to end every chapter with educational applications that demonstrate how the differing theories have been put into practice. Gredler also provides the contributions to educational practice in a very easy to read tabular format, which provides the student with a quick summarization for reference purposes.

The book is comprehensive in scope. This book should be considered part of every student of educational theory personal reference library.